Topic
Dance education
About: Dance education is a research topic. Over the lifetime, 2639 publications have been published within this topic receiving 23756 citations. The topic is also known as: dance teaching & Tanzpädagogik.
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TL;DR: The result of user studies showed that the proposed dance training system can successfully guide students to improve their skills and can motivate them to learn.
Abstract: In this paper, a new dance training system based on the motion capture and virtual reality (VR) technologies is proposed. Our system is inspired by the traditional way to learn new movements-imitating the teacher's movements and listening to the teacher's feedback. A prototype of our proposed system is implemented, in which a student can imitate the motion demonstrated by a virtual teacher projected on the wall screen. Meanwhile, the student's motions will be captured and analyzed by the system based on which feedback is given back to them. The result of user studies showed that our system can successfully guide students to improve their skills. The subjects agreed that the system is interesting and can motivate them to learn.
361 citations
01 Jan 2007
TL;DR: In this paper, the authors present a survey of the history of education and arts education in the United States, focusing on the role of the arts in the education of children in the arts.
Abstract: History- Prelude: History of Education and Arts Education- Capitalizing Art Education: Mapping International Histories- Interlude: Arts Education, the Aesthetic and Cultural Studies- A History of Drama Education: A Search for Substance- The Teaching and Learning of Music in the Settings of Family, Church, and School: Some Historical Perspectives- Interlude: History Looking Forward- Social History and Dance as Education- The Teaching of English Language Arts as Poetic Language: An Institutionalist View- Curriculum- Prelude: Making Sense of Curriculum Research in Arts Education- Currents of Change in the Music Curriculum- Experiencing the Visual and Visualizing Experiences- Interlude: On Learning to Draw and Paint as an Adult- Proteus, the Giant at the Door: Drama and Theater in the Curriculum- Narrative as Artful Curriculum Making- Interlude: Imagining Ms Eddy Alive or, the Return of the Arts Teacher and her Personalized Curriculum- Dance Curriculum Research- Music (and Arts) Education from the Point of View of Didaktik and Bildung- Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning- Artists in the Academy: Curriculum and Instruction- Assessment and Evaluation- Prelude: Making Connections in Assessment and Evaluation in Arts Education- To See and to Share: Evaluating the Dance Experience in Education- Harmonizing Assessment and Music in the Classroom- Interlude: Reflections on a Line from Dewey- Assessing English within the Arts- Wrestling with Assessment in Drama Education- Interlude: Assessment and Evaluation in Education and the Arts- Evaluation Research in Visual Arts Education- Composition- Prelude: The Composition Section Composing as Metaphor and Process- Compositional Process in Music- Four Metaphors of the Composing Process- Interlude: Metaphor and the Mission of the Arts- Composition in Theater: Writing and Devising Performance- Research in Choreography- Interlude: Art and Metaphor, Body and Mind- Composing in Visual Arts- Appreciation- Prelude: Locating the Heart of Experience- Moving into Dance: Dance Appreciation as Dance Literacy- Appreciation: The Weakest Link in Drama/Theater Education- Music Appreciation: Exploring Similarity and Difference- Later "In the Early World": The Changing Role of Poetry and Creative Writing in the K-12 Classroom- Teaching Toward Appreciation in the Visual Arts- Interlude: The Arches of Experience- Interlude: On Reading Maxine's Interlude- Postcards from "A World Made Possible": Excerpts from Virtual Conversations- Museums and Cultural Centers- Prelude: Museums, Cultural Centers, and What We Don't Know- The Role of Theater in Museums and Historic Sites: Visitors, Audiences, and Learners- Questions Asked in Art-museum Education Research- Interlude: Art Information, Arts Learners: The Role of Libraries- "Private Teaching, Private Learning"History- Prelude: History of Education and Arts Education- Capitalizing Art Education: Mapping International Histories- Interlude: Arts Education, the Aesthetic and Cultural Studies- A History of Drama Education: A Search for Substance- The Teaching and Learning of Music in the Settings of Family, Church, and School: Some Historical Perspectives- Interlude: History Looking Forward- Social History and Dance as Education- The Teaching of English Language Arts as Poetic Language: An Institutionalist View- Curriculum- Prelude: Making Sense of Curriculum Research in Arts Education- Currents of Change in the Music Curriculum- Experiencing the Visual and Visualizing Experiences- Interlude: On Learning to Draw and Paint as an Adult- Proteus, the Giant at the Door: Drama and Theater in the Curriculum- Narrative as Artful Curriculum Making- Interlude: Imagining Ms Eddy Alive or, the Return of the Arts Teacher and her Personalized Curriculum- Dance Curriculum Research- Music (and Arts) Education from the Point of View of Didaktik and Bildung- Arts Integration in the Curriculum: A Review of Research and Implications for Teaching and Learning- Artists in the Academy: Curriculum and Instruction- Assessment and Evaluation- Prelude: Making Connections in Assessment and Evaluation in Arts Education- To See and to Share: Evaluating the Dance Experience in Education- Harmonizing Assessment and Music in the Classroom- Interlude: Reflections on a Line from Dewey- Assessing English within the Arts- Wrestling with Assessment in Drama Education- Interlude: Assessment and Evaluation in Education and the Arts- Evaluation Research in Visual Arts Education- Composition- Prelude: The Composition Section Composing as Metaphor and Process- Compositional Process in Music- Four Metaphors of the Composing Process- Interlude: Metaphor and the Mission of the Arts- Composition in Theater: Writing and Devising Performance- Research in Choreography- Interlude: Art and Metaphor, Body and Mind- Composing in Visual Arts- Appreciation- Prelude: Locating the Heart of Experience- Moving into Dance: Dance Appreciation as Dance Literacy- Appreciation: The Weakest Link in Drama/Theater Education- Music Appreciation: Exploring Similarity and Difference- Later "In the Early World": The Changing Role of Poetry and Creative Writing in the K-12 Classroom- Teaching Toward Appreciation in the Visual Arts- Interlude: The Arches of Experience- Interlude: On Reading Maxine's Interlude- Postcards from "A World Made Possible": Excerpts from Virtual Conversations- Museums and Cultural Centers- Prelude: Museums, Cultural Centers, and What We Don't Know- The Role of Theater in Museums and Historic Sites: Visitors, Audiences, and Learners- Questions Asked in Art-museum Education Research- Interlude: Art Information, Arts Learners: The Role of Libraries- "Private Teaching, Private Learning": An Exploration of Music Instrument Learning in the Private Studio, Junior and Senior Conservatories- Interlude: Cultural Centers and Strategies of Being: Creativity, Sanctuary, the Public Square, and Contexts for Exchange- Music Beyond School: Learning through Participation- Informal Learning- Prelude: Framing Informality- In the Beginning: Pleistocene and Infant Aesthetics and 21st-century Education in the Arts- Interlude: Two or More Forms of Music- Learning Aesthetic Values in African Musical Worlds- Interlude: An Ethnomusicological Perspective- Creative Media Cultures: Making and Learning Beyond the School- Child Culture- Prelude: The Arts and Children's Culture- Children as Agents in Dance: Implications of the Notion of Child Culture for Research and Practice in Dance Education- Musical Meaning in Children's Cultures- The Culture of Childhood and the Visual Arts- Interlude: A Story of Visual Cultural and Pedagogical Webs- Children's Culture and Mimesis: Representations, Rubrics, and Research- Social and Cultural Issues- Prelude: Social and Cultural Perspectives in Arts Education Research- Research on Drama and Theater for Social Change- Critical Social Issues in Dance Education Research- Interlude: The Pulse of Art: What is and What Might be- Social Issues in Music Education- Master Narratives and Oppositional Texts: Aesthetics and Black Literature for Youth- Interlude: War, Violence, and Peace in the Arts- Conflict and Peace: Challenges for Arts Educators- Social Issues in Art and Visual/Material Culture Education- The Body- Prelude: Moving from Still Life: Emerging Conceptions of the Body in Arts Education- The Body in a State of Music- Drama Education and the Body: "I Am, Therefore I Think"- Student Bodies: Dance Pedagogy and the Soma- Interlude: Astonished by a Stone: Art and the Eloquence of Matter- Extreme Bodies: The Body as Represented and Experienced through Critical and Popular Visual Culture- The Body also has a History: A Critical Aesthetics for Arts Education- Creativity- Prelude: Provocations in Creativity Research- Creativity as Research Practice in the Visual Arts- Routes to Understanding Musical Creativity- Artistic Creativity, Ethics, and the Authentic Self- Conceptions of Creativity in Drama Education- Interlude: The Art of Creativity- Human Music- Creativity Research in Dance- Technology- Prelude: Knowledge, Skills, Attitudes, and Values: Technology and its Role in Arts Education- Digital Literacy: What it Means for Arts Education- Computer-based Technology and Music Teaching and Learning: 2000-2005- Understanding the Message of the Medium: Media Technologies as an Aesthetic- Interlude: Technology and Arts Education- Art Education Avatars in Cyberspace: Research in Computer-based Technology and Visual Arts Education- Technology in Dance Education- Spirituality- Prelude: Plumbing the Depths of Being Fully Alive- Spirituality in the Musical Experience- Japanese Spirituality and Music Practice: Art as Self-cultivation- Interlude: The Force that Rides the Sound- The Soul Moves: Dance and Spirituality in Educative Practice- Interlude: Astonishing Wonder: Spirituality and Poetry in Educational Research- Concerning the Spiritual in Art Education- Interlude: Education, Spirituality, and the Arts- Spiritual Ecology in Art Education: A Re-vision of Meaning
243 citations
Book•
01 Oct 1979
TL;DR: Hanna as discussed by the authors argues that it is as human to dance as it is to learn, to build, or to fight, and that dance is human thought and feeling expressed through the body: it is at once organized physical movement, language, and a system of rules appropriate in different social situations.
Abstract: Exploring dance from the rural villages of Africa to the stages of Lincoln Center, Judith Lynne Hanna shows that it is as human to dance as it is to learn, to build, or to fight. Dance is human thought and feeling expressed through the body: it is at once organized physical movement, language, and a system of rules appropriate in different social situations. Hanna offers a theory of dance, drawing on work in anthropology, semiotics, sociology, communications, folklore, political science, religion, and psychology as well as the visual and performing arts. A new preface provides commentary on recent developments in dance research and an updated bibliography.
236 citations
TL;DR: The effects of an eight-week instructional program in creative dance/movement on the social competence of low-income preschool children were assessed in this paper utilizing a scientifically rigorous design.
Abstract: The effects of an eight-week instructional program in creative dance/movement on the social competence of low-income preschool children were assessed in this study utilizing a scientifically rigorous design. Forty preschool children from a large Head Start program were randomly assigned to participate in either an experimental dance program or an attention control group. Teachers and parents, blind to the children's group membership, rated children's social competence both before and after the program, using English and Spanish versions of the Social Competence Behavior Evaluation: Preschool Edition. The results revealed significantly greater positive gains over time in the children's social competence and both internalizing and externalizing behavior problems for the experimental group compared with the control group. Small-group creative dance instruction for at-risk preschoolers appears to be an excellent mechanism for enhancing social competence and improving behavior. The implications for early childhood education and intervention are discussed.
200 citations